發(fā)布時間：2021-01-13 18:36

　　培養(yǎng)具有創(chuàng)新思維能力、自主學習能力和合作學習能力的人才是高中英語教學的主要目標之一,而要培養(yǎng)出有創(chuàng)新思維的人才,首先要培養(yǎng)起學生的提問意識和提問能力。然而,關于培養(yǎng)學生英語課堂自主提問能力,少數(shù)民族地區(qū)與發(fā)達地區(qū)相比,還存在一定差距。近年來,國內外學者越來越關注課堂上學生的自主提問,為改善課堂中學生自主提問意識和提問能力缺乏的問題,諸多學者與教師針對這一方面進行了多種研究,也取得了一定的成果,但國內專門針對少數(shù)民族地區(qū)高中學生在英語課堂上自主提問狀況的研究則鳳毛麟角。因此,本文通過調查研究少數(shù)民族地區(qū)高中學生在英語課堂自主提問的總體情況、性別差異及年級差異,提出相應的解決策略,旨在改善少數(shù)民族地區(qū)高中英語課堂上學生自主提問現(xiàn)狀。本文以建構主義學習理論和斯溫的可理解性輸出假說為理論基礎,采用問卷調查和訪談的手段對貴州省黔西南民族自治州興義市一所示范性高中的339名學生進行調查研究。本文采用的調查問卷在引用司成勇（2006）的學生課堂自主提問調查問卷（學生問卷）的基礎上進行適當修改,問卷包含提問意識、提問頻率、提問類型、提問障礙、提問時間和提問方式六個維度。本文的研究問題為:（1）高中英語... 

【文章來源】：廣西師范大學廣西壯族自治區(qū)

【文章頁數(shù)】：80 頁

【學位級別】：碩士

【文章目錄】：
摘要
abstract
Chapter1 Introduction
    1.1 Research Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Present Study
    1.4 Structure of the Thesis
Chapter2 Literature Review
    2.1 Description of Students’Self-questioning
        2.1.1 Definition of Students’Self-questioning
        2.1.2 Classification of Students’Self-questioning
    2.2 Theoretical Foundation
        2.2.1 Constructive Learning Theory
        2.2.2 Swain’s Comprehensible Output Hypothesis
    2.3 Relevant Researches on Students’Self-questioning in Class at Home and Abroad
        2.3.1 Influencing Factors of Students’Self-questioning on Gender Differences and Grade Differences
        2.3.2 Influencing Factors Causing the Lack of Students’Self-questioning
        2.3.3 Strategies of Promoting Students’Self-questioning
    2.4 Theoretical Framework of the Present Study
Chapter3 Research Design
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection and Data Analysis
Chapter4 Results and Discussion
    4.1 Overall Situation of Students’Self-questioning in High School English Class in Guizhou Minority Areas
        4.1.1 Consciousness of Self-questioning
        4.1.2 Quantities of Self-questioning
        4.1.3 Types of Self-questioning
        4.1.4 Obstacles of Self-questioning
        4.1.5 Time for Preparing Self-questioning
        4.1.6 Ways of Self-questioning
    4.2 Gender Differences on Students’Self-questioning in High School English Class in Guizhou Minority Areas
        4.2.1 Types of Self-questioning
        4.2.2 Obstacles of Self-questioning
        4.2.3 Time for Preparing Self-questioning
    4.3 Grade Differences on Self-questioning in High School English class in Guizhou Minority Areas
    4.4 Research Results of the Interview
    4.5 Discussion of the Research Results
Chapter5 Major Findings and Implications
    5.1 Major Findings of the Present Study
    5.2 Implications for English Teachers in Guizhou Minority Areas
        5.2.1 Changing the Questioning Mode in Class
        5.2.2 Training the Skills of Self-questioning on Students
        5.2.3 Cultivating Students’Positive Attitude towards Self-Questioning
        5.2.4 Improving Students’English Oral Proficiency for Self-Questioning
    5.3 Implications for High School Students in Guizhou Minority Areas
        5.3.1 Expanding Knowledge Reserve
        5.3.2 Enhancing Personal Qualities
Chapter6 Conclusion
    6.1 Summary of the Present Study
    6.2 Limitations of the Present Study
    6.3 Suggestions for Future Study
Bibliography
Appendices
    AppendixⅠ
    AppendixⅡ
Publications During the Postgraduate Program
Acknowledgements



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